SOCIOCULTURAL FACTORS

강 은 숙영어교육

2007067031

• Culture←→ Perception → Stereotypes or

Generalizations→ Attitudes →Motivation for the target language?

• Second Culture Acquisition Acceleration of the target language acquisition?

What is Culture? by Matsumoto

• Dynamic• System of rules• Groups and units• Survival• Attitudes, values,

beliefs, norms, and behaviors by a group

• Harbored differently by each specific unit

• Communicated across generations, relatively stable

• Potential to change across time

Perception → Stereotype

• Always subjective• The filtering of

information• Culture-modes of

perception

• prejudge & misjudge to judge a single member of a culture

• Potential to devalue people from the culture

Attitudes

Gardner & Lambert ’72

• The effect of attitudes on the target language learning

John Oller ’77• Positive attitudes

toward self, the native language group, the target language group

→ proficiency

Second Culture acquisition=acculturation

Four Stages of Cultural Acquisition• Stage 1: A period of excitement and

euphoria• Stage 2: Culture shock• Stage 3: Gradual recovery “ Culture Stress” • Stage 4: Full recovery

Second Culture Acquisition

• Anomie –Wallace Lambert (’67)• Feelings of social uncertainty or

dissatisfaction• The first symptom on the third stage of acculturation• A feeling of Homeless

→Mastery of a second language

SOCIAL DISTANCE &TEACHING INTERCULTURAL COMPETENCE

배영아영어교육과

2007067032

SOCIAL DISTANCE

• Social distance: The cognitive and affective proximity of two

cultures that come into contact within an individual.

SOCIAL DISTANCE

John Schummansocial distance is consisted of following parameters:

• Dominance politically, culturally, economically

• Integration assimilation, acculturation, preservation

/ degree of enclosure

• Cohesiveness cohesiveness, size

• Congruence value, belief system, attitude

• Permanence intended length of residence in the

target language area

SOCIAL DISTANCE

• Language learning situation Bad Good

The TL group views the L2 group as dominant and the L2 group

views itself in the same way. Both groups desire preservation and high enclosure for the L2 group,

the L2 group is both cohesive and large, the two cultures are not congruent, the two groups hold negative attitudes toward each

other, and the L2 group intends to remain in the TL area only for a

short time.

The L2 groups is nondominant in relation to the TL group, both

groups desire assimilation for the L2 group, low enclosure is the goal

of both groups, the two cultures are congruent, the L2 group is small and noncohesive, both

groups have positive attitudes toward each other, and the L2 group intends to remain in the target language area for a long

time

The greater the social distance between two cultures, the greater the difficulty the learner will have in learning the second language

SOCIAL DISTANCE

Q. How can we measure the social distance?

• William Acton Human beings perceive the cultural environment through the filters and screens of their own worldview: Perceived social distance

• PDAQ (the Professed Difference in Attitude

Questionnaire)

SOCIAL DISTANCE

• Optimal perceived social distance ratio

The mastery or skillful fluency in a second language occurs somewhere at the beginning of the third-recovery-stage of acculturation• Optimal distance model culturally based critical-period hypothesis

TEACHING INTERCULTURAL COMPETENCE

Hofstede’s framework for assessing culture

• Individualism vs. Collectivism loosely integrated vs. tightly integrated

• Power distance inequality in power and consider it as normal.

• Uncertainty avoidance strong uncertainty avoidance vs. weak uncertainty avoidance

• Masculinity vs. Femininity material success vs. interpersonal relationships

Thank you!